Starting the school year on the right foot includes establishing classroom rules that will last the whole year through. Making too many little allowances for things like student behavior or homework often leads to a slippery slope where suddenly your expectations are shot. As the year went on, I transitioned the system to a monthly time length. Ground rules are mutually agreed arrangements between the teacher and the learners, which ensure that the views and needs of all learners are valued and appreciated. You might share the rules with your students.
What were the characteristics of that environment? Prejudice and discrimination are linked, however they are different terms, prejudice comprises of preconceived negative thoughts or beliefs about individuals who belong to a particular group, whereas discrimination is bigoted behaviour or action that is motivated by unfair beliefs. This must be considered when deciding rules together with the type of learners; e. I see ground rules as mutually agreed reciprocal arrangements where others views. Learners will have already come across institutional rules relating to zero tolerance of bullying, general health and safety, smoking use of mobile phone etc as part of the general induction programme. The techniques I use to establish ground rules are based on mutual agreement, discussions, reflecting each student's opinion and negotiating.
That way, students get positive or negative reinforcement about their abilities to follow the class rules. Any learners who have commenced the programme late will be able to see them. The poster should be placed so that it is always visible to the group. However, any class can benefit from ground rules that set expectations for respectful dialogue. If you have said you will reward or punish a certain behaviour in a specific way, be sure to do it. Therefore, one method, which would involve students being given post it notes to write their suggestions on, would not work well for someone with learning difficulties or dyslexia, as it could mean they will be unlikely to contribute to the ground rules and feel uncomfortable right from the first session.
All learners need rules and boundaries to establish appropriate behaviour and to underpin respect for the diversity of the learners. Other ground rules can be. Then bring together the groups to share and create a master list of the qualities of good students. If their name gets on the board three times in one lesson further action will be taken. Ground rules are how the class behaves to each other and determines what is expected.
You can then start creating a list to build upon. There are many different ways to go about establishing the ground rules of a classroom. Any of these I choose, depends on age, region, and other contextual factors which support the fact that there is no one correct set of ground rules; as different approaches are appropriate in different circumstances. Okay on to Theory 4 T4 actually part of section 4 of the course on understanding how to to deliver inclusive sessions which motivate learners. That's what this article's ten activities are all about! Then students use their list of words to come up with expressions that might fit the formula. This would be implemented through getting the learners to negotiate their own ground rules with assistance from myself.
However, if they have a hand in developing these ground rules, students will be more motivated to stick to them throughout the semester. Here are just a few simple ideas. In small groups, learners would be asked to consider the most productive and counter productive groups in which they have been involved and to identify the causality. These might already be listed in a learner handbook, agreement or learner contract and you would need to ensure all learners have a copy, and know that they are in addition to the ground rules. Another way would be to ask your learners what others have done during previous events they have attended which made learning difficult. Implemented are the class rules, steps of consequences that vary in severity, and a set time where the repercussions are reset.
Learners need a sense of structure and will feel psychologically safer if they know what is expected of them'. If you have a small class e. Kelly Meier earned her doctorate from Minnesota State Mankato in Educational Leadership. For instance taking into account the actual content of the lesson to be delivered and forgetting to include the health and safety of the learners. Using an activity to do this will help learners feel included, take ownership of, and hopefully follow them.
Many teachers involve students in creating their classroom rules. Begin by asking the class to share the conditions that create an ideal learning environment in the classroom. Have each group come up with a list of characteristics of a good student. What happened when they were broken? The class teacher will probably already have systems in place and it would always be worth talking to the class teacher first if you have individuals who are disrupting the class. Tuckman Francis and Gould 2013: 18 'The creating of 'norms', expectations or rules is a natural part of the development of the group.
They need to know where the boundaries lie and what will happen if they step over the boundaries. Kill no vermin such as fleas, lice, ticks, etc. He also claims the importance of getting to know each other by names from the first day. Put-downs and negative reactions should be prohibited to maximize a safe environment for class discussion. Ground rules set solely by the teacher for the learners to adhere to and abide by can be seen as overly harsh, unfair and learners can become somewhat disagreeable and perhaps ignore or rebel against these rules to show their dissatisfaction, as observed by Petty 2009.